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Admission Test GRE-Verbal Exam Syllabus Topics:

Admission Test Section One : Verbal Sample Questions:

1. VESTIGIAL:

A) appropriate
B) newfangled
C) effective
D) functional
E) current

2. The raisin business in America was born by accident. It happened in 1873 in the San Joaquin Valley of
CaliforniA. Many farmers raised grapes in this valley. That year, just before the grape harvest, there was a
heat wave. It was one of the worst heat waves ever known. It was so hot the grapes dried on the vines.
When they were picked, California had its first raisin crop. People were surprised to find how good raisins
were. Everybody wanted more. So the San Joaquin farmers went into the raisin business. Today, of
course, they do not let the grapes dry on the vines. They treat them with much more care. In late
August the grapes start to ripen. They are tested often for sweetness. The growers wait until the sugar
content is twenty-one percent. Then they know the grapes are ripe enough to be picked. Skilled workers
come to the vineyards. They pick the bunches of grapes by hand. The workers fill their flat pans with
grapes. They gently empty the pans onto squares of paper. These squares lie between the long rows of
vines. They sit in the sun.
Here the grapes stay while the sun does its work. It may take two weeks or longer. The grapes are first
dried on one side. When they have reached the right color, they are turned to dry on the other side. The
grapes are dried until only fifteen percent of the moisture is left. Then they have turned into raisins. The
raisins are rolled up in the paper on which they have dried. Trucks take them from the fields. They are
poured into big boxes called sweatboxes. Each box holds one hundred and sixty pounds of raisins. Here,
any raisins that are a bit too dry take moisture from those that have a bit too much. After a while they are
all just moist enough. The big boxes are trucked next to the packaging plant. They are emptied onto a
conveyor belt that shakes the raisins gently. This knocks them from their stems. A blast of air whisks the
stems away. The water bath is next. Then the plump brown raisins have a last inspection. They are again
checked for moisture and sugar.
Then they go on a belt to packing machines. Here they are poured into packages, which are automatically
weighed and sealed. The raisins are now ready for market.
What is the main idea of this passage?

A) The process of raisin development requires multiple steps.
B) Raisins on the grocery store shelf undergo a brief fermentation process.
C) California has been the leader in American raisin development.
D) Raisins are cleaned thoroughly at the packing plant.
E) The creation of raisins in America was an accident.

3. The sixteenth century was an age of great ___exploration.

A) none of the above
B) land
C) mental
D) common man
E) cosmic

4. GAUDY : TASTEFUL

A) chronological: time
B) meager: abundance
C) massive: volume
D) nutritious : health
E) impartial: objectivity

5. Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his
Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life
and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best
which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free
thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal
arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his
views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a
privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define
the arch-the legitimizing order of value-against the anarch of existentialist democracy, he himself was
plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who
regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover
Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw
Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a
world where science had become the new arch and from which any substantively new order of thinking
must develop. At the center of the "two cultures" debate were the goals of the formal educational
curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had
viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is
so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that
Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in
deflating the imperious authority that "high culture" exercises over curriculum while bringing into play the
principle that we must learn what is representative, for we have overemphasized what is exceptional.
Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique,
multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea
of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and
multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is
designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in
Arnold's celebration of perfection. Perfection mattered to Arnold as the only background against which we
could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard
melodies.
The author's primary concern in the passage is to

A) describe Arnold's conception of culture
B) explain why Arnold considered the pursuit of perfection to be the essence of culture
C) argue against those who have opposed Arnold's ideas
D) examine the different views of culture that have emerged since the eighteenth century
E) trace Arnold's influence on the liberal arts educational curriculum

Solutions: